Do proctored online University exams in Covid-19 era affect final grades respect face-to-face exams?

The Covid-19 pandemic forced universities to convert their traditional face-to-face exams to online exams with doubts as to whether student cheating or technical difficulties would affect their final grades. After taking three of these exams online, we considered comparing their grades with those of previous years on traditional exams. The average mark of the traditional exams before the pandemic was 6.95 over 10, while the average mark of the three exams carried out in the Covid-19 era is 6.64. The student's t test indicated that there are no significant differences between the two types of exams in the mean (p = 0.408), the median (p = 0.378), the range (p = 0.307), the minimum (p = 0.410) and the maximum (p = 0.072). Taking online exams did not modify the exam grades compared to previous years. There is a lot of variability in similar studies in the literature due to cheating that can be performed in online exams. A proctoring system, good question design, and limited exam time can minimize these differences.

Investigation on Recognition of Radiation Safety Pictogram in the Life

Since the accident of Fukushima Nuclear Power plant in 2011, people have been more interested in radiation safety in life. This study investigated the level of exact recognition of 6 warning pictograms enacted and utilized as per Korea Industrial Regulation in relation to medical & natural radiation safety at this time. Unless people recognize pictogram prepared for radiation safety correctly in accordance with its purpose, safety would be severely intimidated. The result of corroboratively analyzing recognition of radiation safety pictogram is as follows. First, some 63.3% of respondents negatively responded on understanding 6 pictograms related to radiation in life, showing low level of understanding. Second, the average mark of correct response on the questions asking the meaning of 6 pictograms presented in relation to radiation safety in life was 2.79 point (standard deviation 1.447 point), which was relatively low. As seen above, the level of recognition & comprehension is low, because education related to life radiation safety in the school is insufficient and the present warning pictogram established by Korea Industrial Regulation needs to be revised & supplemented. This study is meaningful in that the method of using pictogram is presented as one of diverse efforts to improve life radiation safety.

Adolescents Nutritional Status and its association with Academic Performance in South Ethiopia; a facility-based cross-sectional study

Background: Though evidence about the magnitude of malnutrition is well established in Ethiopia, the evidence is scarce about the association of nutritional status with academic performance among adolescents. Thus, this study aimed at determining the association of nutritional status with academic performance among adolescents attending secondary schools in Wolaita Sodo town, Southern Ethiopia.Methods: A facility-based cross-sectional study was conducted among 670 systematically selected adolescents in secondary schools of Wolaita Sodo town from April to June 2019. The academic performance of the adolescents was measured using the average mark score of two consecutive semester's results of the overall subjects. Data were analyzed with STATA software Version 15. Descriptive statistics, Pearson Correlation, and linear regression were used in the statistical analysis. A p-value <0.05 was considered as statistically significant.Results: The mean academic performance of students was 69.21±0.42 (95% CI: 68.34%-70.02%). An average mark score of students increased by 1.89 (β=1.89; 95 %CI: 1.14, 2.64) for a unit increase in BMI for age z-score. Being female decreased an average mark score by 2.63 (β=-2.63; 95 %CI: -4.28, -0.98) and being from a separated parents decreased by 4.73 (β=-4. 73; 95 %CI: -6.73, -2.74). An average mark score of students from the lowest wealth class decreased by 9.92(-9.92; 95 %CI: -12.79, -7.04) as compared to students from the highest wealth class. Attending private schools increased the average mark score of students by 4.18 (β=4.18; 95 %CI: 2.46, 5.90). Conclusion: This study has ascertained that poor academic performance was reported among undernourished students, girls, students whose parents were separated, students of low wealth status households, and students enrolled to public schools. Launching nutritional interventions, household income generating activities targeting lowest wealth status households, and giving tutorial classes for female students were recommended.

Adolescents Nutritional Status and its association with Academic Performance in South Ethiopia; a facility-based cross-sectional study

Background: Though evidence about the magnitude of malnutrition is well established in Ethiopia, the evidence is scarce about the association of nutritional status with academic performance among adolescents. Thus, this study aimed at determining the association of nutritional status with academic performance among adolescents attending secondary schools in Wolaita Sodo town, Southern Ethiopia.Methods: A facility-based cross-sectional study was conducted among 670 systematically selected adolescents in secondary schools of Wolaita Sodo town from April to June 2019. The academic performance of the adolescents was measured using the average mark score of two consecutive semester's results of the overall subjects. Data were analyzed with STATA software Version 15. Descriptive statistics, Pearson Correlation, and linear regression were used in the statistical analysis. A p-value <0.05 was considered as statistically significant.Results: The mean academic performance of students was 69.21±0.42 (95% CI: 68.34%-70.02%). An average mark score of students increased by 1.89 (β=1.89; 95 %CI: 1.14, 2.64) for a unit increase in BMI for age z-score. Being female decreased an average mark score by 2.63 (β=-2.63; 95 %CI: -4.28, -0.98) and being from a separated parents decreased by 4.73 (β=-4. 73; 95 %CI: -6.73, -2.74). An average mark score of students from the lowest wealth class decreased by 9.92(-9.92; 95 %CI: -12.79, -7.04) as compared to students from the highest wealth class. Attending private schools increased the average mark score of students by 4.18 (β=4.18; 95 %CI: 2.46, 5.90). Conclusion: This study has ascertained that poor academic performance was reported among undernourished students, girls, students whose parents were separated, students of low wealth status households, and students enrolled to public schools. Launching nutritional interventions, household income generating activities targeting lowest wealth status households, and giving tutorial classes for female students were recommended.

Adolescents Nutritional Status and its association with Academic Performance in South Ethiopia; a facility-based cross-sectional study

BackgroundThough evidence about the magnitude of malnutrition is well established in Ethiopia, the evidence is scarce about the association of nutritional status with academic performance among adolescents. Thus, this study aimed at determining the association of nutritional status with academic performance among adolescents attending secondary schools in Wolaita Sodo town, Southern Ethiopia.MethodsA facility-based cross-sectional study was conducted among 670 systematically selected adolescents in secondary schools of Wolaita Sodo town from April to June 2019. The academic performance of the adolescents was measured using the average mark score of two consecutive semester's results of the overall subjects. Data were analyzed with STATA software Version 15. Descriptive statistics, Pearson Correlation, and linear regression were used in the statistical analysis, and p-value < 0.05 was considered as statistically significant.ResultsThe mean academic performance of students was 69.21 ± 0.42 (95% CI: 68.34%-70.02%). An average mark score of students increased by 1.89 (β = 1.89; 95%CI: 1.14, 2.64) for a unit increase in BMI for age z-score. Being female decreased an average mark score by 2.63 (β=-2.63; 95%CI: -4.28, -0.98) and being from a separated parents decreased by 4.73 (β=-4. 73; 95%CI: -6.73, -2.74). An average mark score of students from the lowest wealth class decreased by 9.92(-9.92; 95%CI: -12.79, -7.04) as compared to students from the highest wealth class. Attending private schools increased the average mark score of students by 4.18 (β = 4.18; 95%CI: 2.46, 5.90).ConclusionInterventions targeted at adolescents’ nutritional status should be designed and implemented. The town education office and concerned bodies should launch a school feeding program for government schools. Development and income-generating activities should target households with the lowest wealth status. Schools should give tutorial classes for female students.

The Role of Music in Predicting Academic Achievement: A Technological Discovery

This research undertaking aimed to find out the impact of instructional technology in teaching Music. Specifically, it was framed from the following context: 1. What is the mean performance of the controlled group and experimental group after the instructional technology was used in teaching Music?;2. What is the difference in the mean performance of the control group and experimental group after instructional technology was used in Teaching music? ;The researcher employed the experimental research method specifically the between-group design. From the results of the statistical computations, the following were revealed: The experimental group visibly performed better after instructional technology was integrated in teaching music than their control group counterpart. Findings of the study revealed there was a statistically significant differences in the academic achievement between the average mark of the experimental group students and the average mark of the control group students in favor of the experimental group.

Reading Habits, Interests, And Reading Comprehension Of Students In Schools Implementing School Literacy Movement

This research aims to describe the reading habits, interests, and reading comprehension of grade X students at high schools implementing the School Literacy Movement (GLS) program in Banda Aceh and Aceh Besar, Aceh. The research method used was descriptive method with a quantitative approach. The sample was 114 grade X students of SMAN 2 Banda Aceh, Unsyiah Laboratory High School, MAS Ruhul Islam Anak Bangsa, and MAS Insan Qurani. This research used a questionnaire and tests as research instruments. Data analyzed by a descriptive qualitative technique by listing raw scores, calculating the average student score, and classifying the results of the samples studied. Research result indicated that the level of reading habits, interests, and reading comprehension of X grade students at high schools implementing the School Literacy Movement program (GLS) varied and had not reached the maximum result. First and foremost, the average mark of reading habits obtained by the four schools is 61% (moderate category) and the average mark of X grade students’ reading habits in each school was also in the moderate category: 59% in SMAN 2 Banda Aceh, 58% in Unsyiah Laboratory High School, 63% in MAS RIAB, and 65% in MAS Insan Qurani. Second, the level of students’ reading interest in those four schools was 67% (moderate category), while the average mark of students’ reading interest in each school was categorized moderate and good, 65% in SMAN 2 Banda Aceh, 62% in Unsyiah Laboratory High School, 71% in MAS RIAB, and 71% in MAS Insan Qurani. Last, reading comprehension level in these four schools was 61% (moderate category), while the average mark for reading comprehension of X grade students in each school was categorized moderate and good, 40% in SMAN 2 Banda Aceh, 65% in Unsyiah Laboratory High School, 71% in MAS RIAB, and 69% in MAS Insan Qurani.

La Capacité des Étudiants du Sixième Semestre Rediger un Texte Argumentatif

Dans le cours de la Maitrise de la langue Avancée, les étudiants apprennent quatre compétences de langue en utilisant le manuel Le Nouveau Taxi! 3 qui est approprié du niveau de DELF B1. L’un des matériaux dans Le Nouveau Taxi! 3 est l’argumentation pour persuader des gens. Pour cela, Il faut un test pour savoir la capacité des étudiants à écrire un texte argumentatif. L’objectif de cette recherche est de (1) décrire la capacité des étudiants de la 6è semestre à écrire un texte argumentatif. (2) Décrire les erreurs de la redaction de rédiger du texte argumentatif. C’est une recherche descriptive quantitative. Les répondants de cette recherche est les étudiants de la 6è semestre qui apprennent le cours de la Maitrise de la Langue Avancée.Pour collecter les données, on utilise la méthode du test et de la documentation. Cette recherche utilise la validité du contenu et la fiabilité de l'instrument utilise la formule de corrélation Product-moment. Les résultats de l'analyse des données montrent que (1) la capacité des étudiants du sixième semestre à écrire le texte argumentatif est dans la catégorie suffisante parce que la note moyenne note est de 61.26. La meilleure note est de 78.57 et puis le pire est de 42.82. (2) Les pluparts d’erreurs par les etudiants sont le propos et la proposition. Through the course of Maitrise de la langue Avancée, students learn four language skills using Le Nouveau Taxi ! 3. Writing is an important activity in language skills to illustrate ideas to persuade the other trough writing. One of the materials contained in Le Nouveau Taxi! 3 is argumentation to persuade others. So, It need to take a test to determine the ability of students to write an argumentative text. This study aims to (1) Describe the ability of 6th semester student to write an argumentative text (2) Describe the errors made by students in the French-language of the sixth semester writing argumentative texte based on argumentif writing criteria. The population of this research is sixth-semester students who take course Maitrise de la langue Avancée, the research respondent there are 30 students. The method used to collect the data is the test method and the documentation method. This research uses the validity of the content and the reliability of the instrument used the product-moment correlation formula. The data was analyzed using descriptive percentage analysis. The results of the data analysis shows that (1) the ability to write sixth semester students to write the argumentative text are in the sufficient category because the average mark is 61.26. The highest rating is 78.57 and then the lowest score is 42.82. (2) The most errors are le propos and la proposition.

Ta'lim Al-Ashwat Ála Dhaui Al-Ta'lim Al-Taáwuni ( Dirasah Al-Tajribiyah Fi Ma'had AlImarah Bandung)

Cooperative learning is one of the learning models used by teachers in teaching and learning process, and it has many types when it is implemented in the classroom. In reality ashwat (Arabic phonology study) is one of the boring subjects considered by students in Ma'had Al-Imarot Bandung. The lecturer only instructs the students to pronounce the Arabic hijaiyyah letters and distinguish the letters adjacent to the makhraj (points of articulation of letters) and its nature. In the learning process, a lecturer uses only lecture method, who gives the examples of correct pronunciation then the students repeat those pronunciations after the lecturer. As a consequence, a lecturer should be able to update the learning process by using an interesting learning model by implementing cooperative learning for instance. The aims of this research is to know the reality of learning ashwat as Arabic pronunciation at Ma'had Al-Imarot Bandung, to know the ability of students to mastery of Arabic ashwat before applying cooperative learning in ashwat learning, to know the implementation of cooperative learning in ashwat learning, to know the advantages and disadvantages of cooperative learning in ashwat learning, as well as to know the students' ability to master Arabic ashwat after applying cooperative learning. This research is based on the framework that the implementation of cooperative learning in ashwat learning is effective. So the researcher states the hypothesis “cooperative learning is applied effectively in ashwat learning” The method used in this research is experimental method with quasi experimental design. There are two classes, namely the experimental class and the control class. The data collection techniques in this research are observation, interviews, and tests. the results find that the ability of students who mastering Arabic ashwat in the experimental class before applying cooperative learning showed good criteria with an average mark of 69.00 from pre-test. Surprisingly, the ability of students who mastering Arabic ashwat in the experimental class after applying cooperative learning showed excellent criteria with an average mark of 91.25 from post-test. After the researcher had tested the hypothesis, it can be concluded that cooperative learning was effectively applied in ashwat learning with the value of N-gain 0.68 which shows cooperative learning had improved students’ ability in Arabic ashwat about 68% with medium criteria.

PENGUASAAN VERBA BENTUK-TE UNTUK MENYATAKAN KEGIATAN SEDANG BERLANGSUNG DAN KEGIATAN BERURUTAN PADA PESERTA DIDIK KELAS XI IPA SMA PGRI 6 DENPASAR TAHUN AJARAN 2016/2017

[Title: Mastering verb form of –te for declaring ongoing and sequential activity on the students of grade XI IPA SMA PGRI 6 Denpasar Academic Year 2016/2017] This research is aimed to know (1) the ability in mastering verb form of -te on the students of grade XI IPA SMA PGRI 6 Denpasar. (2) The difficulty is faced by the students of grade XI IPA SMA PGRI 6 Denpasar in the use of verb form of –te. The research with this qualitative descriptive design has research subject, that is the students of grade XI IPA SMA PGRI 6 Denpasar and research object, that is verb form of -te. The data is collected through test method. The data is analysed with qualitative and quantitative. The result of the research shows that (1) the ability in mastering the verb form of -te on the students of grade XI IPA SMA PGRI 6 Denpasar belong to lack category, average mark achieved is 50. There are six students 24 % students get enough mark and 19 students 76 % students achieved mark lack;(2) the dificulty is faced by the sudents of grade XI IPA SMA PGRI 6 Denpasar in the use of verb form of -te stated the running activity and ordering activity based on the test result that is the students still confused with the use of verb form of -te between doublé consonant /t/ and /t/ which is not doublé such as mi-ru verb in the verb form of -te become mi-te not mi-tte because mi-ru verb belong to ichidandoushi which is replace gobi(ru) become /te/ and attach with basic morferm verb (mi) so become mi-te.